Concept Attainment First Grade Mathematics

MAT 643 Models of Teaching Linda DiVerde Karol Gans Tiffany M. Cooper-Ortega

Phase One: Presentation of Data and Identification of the Concept

a. Present labeled examples b. Compare attributes in positive and negative c. d. e.
examples Generate and test hypotheses Name the concept State a definition according to the essential attributes of the concept

Phase Two: Testing Attainment of the Concept

a. Identify additional unlabeled examples
as 'yes' or 'no b. Generate examples

Phase Three: Analysis of Thinking Strategies

a. b. c. d.
Describe thoughts Discuss role of hypothesis Discuss type and number of hypotheses Evaluate the strategies

Teacher Role
The three major functions of the teacher during a concept attainment activity are to:
a. Record b. Prompt (cue)

c. Present additional data

I received a surprise gift!

However, I am not quite ready to open it yet.

Can you help me brainstorm some ways that might help me discover what is inside this box without opening it?

 After a short discussion of clues, evidence

and how these can be discovered, the teacher moves to introduce the concept attainment task.

Guess what?
Now, I have another puzzle for you! It is not hidden by a box, but it is hidden in the pictures.

Concept Attainment Task

The concept attainment procedure is explained
to the students. They will be shown pictures that represent the idea and these will fit under a large happy face on the bulletin board. Non-examples fit under a sad face. Items 1, 2, 3, and 4 are shown and identified its examples or non-examples. As each item is shown, students are asked to think about what they notice regarding it.

If it fits my concept.
It is an

Example

If it does NOT fit my concept.

It is a

Non-Example

Examples

NonExamples

Examples

NonExamples

Examples

NonExamples

Examples

NonExamples

Generate hypothesis
After viewing item 4, students are asked to think

of ways that items 1 and 3 are alike. They share their ideas with a partner. Pairs then report to the class and their responses are recorded with key words or pictures on a large chart. Students are encouraged to explain their thinking and to ask questions of others.

How are box 1 and box 3 alike? Share with your partner.
Examples
NonExamples

Test Hypothesis
As each succeeding item is shown, students are

asked to decide if it is an example (thumbs up) or a non-example (thumbs down). Students explain their reasoning and discuss the explanations of others. Ideas about the attributes that describe the concept are added to or deleted from the chart as each example and non-example is shown and discussed.

Now for each new box, can you show me?

for examples

for non-examples

And share why?

Examples

NonExamples

Examples

NonExamples

Examples

NonExamples

Examples

NonExamples

Concept attained???
Once the concept "sums of 7" is realized,
the teacher asks students to "test" their idea by looking at all the items revealed to that point. Additional items are presented to check students' understanding of the concept.

Examples

Non-Examples

Examples

Non-Examples

Examples

Non-Examples

Transference??
The teacher then holds up the number
sentence 3 + 4=7 for item #1. Students are asked to decide where it fits happy face or sad face, and then match it with the appropriate example. Students are asked to match the remaining number sentences (which are introduced in random order) to the items on the board.

3+4=7

Examples

Non-Examples

Examples
3+4=7

Non-Examples

4+3=7

Examples
3+4=7

Non-Examples

Examples
3+4=7

Non-Examples

4+3=7

2+2+2+1=7

Examples
3+4=7

Non-Examples

4+3=7

Examples
3+4=7

Non-Examples

4+3=7

2+2+2+1=7

6+1=7

Examples
3+4=7

Non-Examples

4+3=7

2+2+2+1=7

Examples
3+4=7

Non-Examples

4+3=7 6+1=7 2+2+2+1=7

7+0=7

Examples
3+4=7

Non-Examples

4+3=7 6+1=7 2+2+2+1=7

Examples
3+4=7

Non-Examples

7+0=7
4+3=7 6+1=7 2+2+2+1=7

3+2+1+1=7

Examples
3+4=7

Non-Examples

7+0=7
4+3=7 6+1=7 2+2+2+1=7

Examples
3+4=7

Non-Examples

7+0=7
4+3=7 6+1=7 2+2+2+1=7 3+2+1+1=7

Application and Practice

After the class has solved this "puzzle",
the teacher introduces a task for practice. The task may be done individually or cooperatively with a partner.

Sums of Seven
Name(s) _____________________________________________ _____________________________________________ 1. Circle the dice that show a sum of 7. 2. For each sum of 7 write a number sentence.

_____ + _____

_____ + _____

_____ + _____

_____ + _____

 Note: The second part of this worksheet

can be adapted for those students who grasp the concept quickly.

1. Roll the dice 2. Show the sums of 7 you roll on the blank dice 3. For each sum of 7 write a number sentence

_____ + _____=7

_____ + _____=7

_____ + _____=7

_____ + _____=7

_____ + _____=7

_____ + _____=7

Assessment
Assessment for this lesson focuses on the
students' understanding of the "sum of 7" concept as reflected by their participation in the attainment task and the practice task. In addition, their ability to use relationships and patterns to make generalizations is assessed through their participation in the attainment task.

References and Resources:

Joyce, Bruce, Weil, Marsha with Calhoun,
Emily (2004, 7th Edition) Models of Teaching. Pearson Publishing. Incorporating the Common Essential Learnings and the Adaptive Dimension: A Resource Package